We posit that gene-environment interplay (GxE) studies should be developed both theoretically and empirically to be of relevance to policy makers. On the theoretical front, this development is essential because the current literature lacks the integration of a clear framework capturing the various goals of public policies. Empirically, GxE models need to be further developed because the common way of modelling GxE effects fails to adequately capture the heterogeneous effects public policies may have along the distribution of genetic propensities (as captured by polygenic indices). We fill these gaps by proposing a policy classification for GxE research and by offering guidance on advancing the empirical modelling of policy-informative GxE interplay. While doing so, we provide a systematic review of existing GxE studies on educational outcomes exploiting policy reforms or environments that could be targeted by public policy.